2020高中英语Unit7《Cu...

Unit7 culture and cultural diversity⾼⼀英语阅读教案⼀、教学内容：

冀教版⾼⼀英语模块2第7单元主要围绕Culture and Cultural Diversity这个话题展开。Section 1是⼀篇阅读课⽂，主要通过Jenny ,Li Ming ,Ms . Peters ,Dong Ma 四⼈通过⾃⼰的经历和切⾝体会回答了“what does cultural diversity mean to you ?”这个问题。⽂章结构清晰，⼀⽬了然，语⾔⽣动，富于感染⼒。话题的选择，有益于培养学⽣的跨⽂化交际意识，使学⽣对英语国家⽂化及中外⽂化的异同有所了解，帮助学⽣拓展视野，丰富学⽣的英语⽂化知识，提⾼学⽣的学习兴趣，提⾼学⽣对中外⽂化异同的敏感性和鉴别能⼒，从⽽提⾼学⽣跨⽂化交际能⼒，为终⾝学习奠定良好基础。⼆、教学⽬标：

（1）知识⽬标(Knowledge objectives)：

1 词汇：掌握、理解、运⽤以下⽣词community， common ，opinion ，multicultural ，religion， tradition， unique， nationality，immigrate ，atmosphere， appreciate ，ceremony， custom，cause ，assume ，once ，treat

2.短语：even though , be famous for , on campus , treat …like ,alittle bit of

3.句型：It makes me feel good that we can all study together and befriends.

There is an understanding that harmony and balance is very important in life.I think it is good when we can learn about other customs and attitudes.They treated me like I was just another student.（2）能⼒⽬标(Ability objectives)：

1. Help the students have a better understanding of the contentand structure of the text

2. Train the students’ ability of reading comprehension.（3）学习策略(Strategy objectives)

Communicative learning and cooperative learning（4）.情感态度(Moral objectives)

1．Develop the students’ confidence and cooperation in study ,

2．Get the students to be interested in culture and train the students’ awareness of culture difference.三教学重难点 (teaching important and difficult points)：

1. Create conditions for students to get related information by scanning and skimming2. Improve the students’ ability to solve problems.3. Train the students’ ability of reading comprehension ;4. Strengthen the students’ cultural awareness

四教法选择 (Teaching methods)：

以任务型教学活动为主，兼顾情景和视听教学法。根据本课特点确定采⽤这种教法来有效组织课堂教学，这样切实体现了学⽣的主体地位，能充分调动学⽣学习的积极性和主动性，并能给学⽣创造各种语⾔情景，提供各种运⽤英语的机会，让学⽣充分接触英语，运⽤英语，提⾼学⽣听说读写的能⼒。同时⼜能⾯向全体学⽣，通过设置任务的难易使不同的学⽣都有所得，有利于让更多的学⽣冒尖，同时对学习有困难的⼜及时给予帮助五教学过程：

Step1: Pre-reading (warming Up)

T: Good morning , everyone. Suppose a foreigner comes to China, what will you introduce to him or her which can bestrepresentative China?

S(a): I will show him or her around the Great Wall.S(b): I will play gongfu for him.

S(c): I will take him to the hometown of Confucius.

S(d): I will play erhu for him to enjoy the traditional Chinese music calledErquanyingyue.

T: Summary. The students did a very good job. Now, I’d like to show you a picture . Do you know what it is ?S: Zhong guojie

T: Do you know how to say it in English ?S: It is called “ Good Luck knot” .

T: Very good. From the name we can see this knot can bring us----S: Good luck .

T: If you see it ,you will be reminded of our country. You can give it to your foreign friend as a souvenir. That stands forChinese traditional culture. Now look at the next picture.

T: What can you see in this picture ?S: It is a Christmas tree with a lot of gifts on it.

T: good. Good Luck Knot Stands for Chinese culture, while Christmas tree stands for --S: Western culture. The culture between East and West is different. I will show you more examples.T: Now look at the screen .Try to guess how to fill in the blanks with animal namesas strong as a_____(体壮如⽜)as stupid as a _____(蠢笨如猪)like a ____to water（如鱼得⽔）as timid as a _____（胆⼩如⿏）talk ______（吹⽜）

(keys: horse ,goose , duck ,rabbit ,horse)

T: From this activity, we can see the same animal has different implied meaning in different countries . We live in a world ofcultural diversity .

We cannot recreate English idioms according to Chinese thinking. If so, you can make yourself confused.

(简评：通过对⽐，使学⽣强烈的感受到中外⽂化的差异，激发学⽣进⼀步学习的热情，然后直接引出话题Culture Diversity。

这样就使导⼊部分具有“切⼊⼝⼩，切⼊主题快”的效果。)

T: We live our lives as part of many cultures . There are differences among us ,that is true . What is your understanding ofculture diversity ?

(Ask the students to discuss in pairs first, and then ask several pairs to report their answers .)1)what does cultural diversity mean to you ?

2)Have you experienced cultural diversity in your community ？3)How would you feel if you were living in a multicultural community?

(简评：通过讨论，在相互交流中，激发学⽣说的兴趣，加深对阅读对象背景的了解，并培养其发现问题解决问题的能⼒，同时也可放松读前的紧张⼼理。)

T: So much for the discussion. Now let’s play a game ___ word guessing. (Divide the class into two groups ,boys and girls .Ask each group to choose two representatives to act out this play . They face each other. One student will use his own wordsto paraphrase the word and ask the other student to guess which word he or she is talking. Either group will be given oneminute .The group which can guess more words will be the winner. )1Planet 1 immigrate2Youth 2 race3Religion 3 campus4Tradition 4 London5Custom 5 Paris6Hamlet 6 Summer7Shakespeare 7 clock8Washington 8 harmony9Green 9 lecture10Air 10 moon

(简评:如果让学⽣⾃⼰预习课⽂的单词后再重复读单词，未免枯燥，⽽猜词的游戏会极⼤的调动学⽣的积极性，⼜可排除影响学⽣理解课⽂的⽣词障碍。以上这些热⾝活动意义在于使学⽣处于积极的准备状态，带着⽬的和愿望去读，充满信⼼去读，变被动式阅读为主动式阅读，这也有助于形成阅读技巧，提⾼理解能⼒及英语⼝头表达能⼒。)Step2:While-reading（presentation）Task One： Skimming

T: Do you want to know others’ ideas on cultural diversity ?S: Yes.

T: Now read it quickly and try to find the key sentence of each short passage.

(Ask the students to read through the text and try to find the key sentence of each short passage. Before giving the students’the answers, ask them to discuss first.)1)passage 1 I grew up with cultural diversity.

2)Passage 2 China has its own unique of cultural diversity.3)Passage 3 I enjoy working in this high school.

4)Passage 4 I was surprised when I arrived in Canada to study.

(简评:训练学⽣寻找主题句的技巧，帮助学⽣从整体上把握⽂章⼤意，理清作者写作思路,同时也体现了合作学习的思想.每⼀段落通常是围绕某⼀中⼼展开的，因此，在阅读课教学时要有意识的培养学⽣找出主题句，抓住中⼼，使学⽣理解主题句与⽂章的具体事实细节的关系,这样坚持做，循序渐

进，⽇积⽉累，能够有⼒地培养学⽣的阅读理解能⼒，为将来的⾼考打下基础。)Task Two Listening & Scanning :

Listen to the tape , and then tell us whether the following statements are true or false. If it is false ,how to correct it ?1)Canada is famous for its being a multicultural society.2)China has its own unique kind of cultural diversity.

3)All the nationalities in China do not share many common traditionsand attitudes towards life.

4)MS. Peters is a librarian in a South American high school.5)Dong Ma is a Chinese student in America.( Keys :TTFFF)

(简评：听和读都是获取信息的有效途径。通过学⽣边听边读可以培养其快速阅读能⼒。通过有⽬的的听和读，让学⽣在了解课⽂⼤意的同时把握课⽂中的⼀些细节内容⽽且学⽣能够进⼀步了解课⽂的内容.)Task Three Careful Reading

让学⽣仔细阅读课⽂，深⼊理解⽂章内容，了解细枝抹节并且讲解重点词和句型的⽤法。通过仔细阅读课⽂，让学⽣回答以下问题：

1)Jenny says that “I have grown up with cultural diversity ”.Whatsupporting details does she give to support her statement ?2)According to Liming, what makes the Chinese people the samebehind obvious cultural diversity ?

3)Why do you think Dong Ma’s classmates were not that “friendlyand hopeful” to him at the beginning?

(简评: 创造型任务活动（creative tasks）让学⽣进⼀步阅读课⽂，了解课⽂内容，寻找关键信息，充分发挥创造性思维，完成难度适中，具有⼀定挑战性的任务。.)Step3.Post-reading (extension)Task One: Discussion

How would you feel if one of your teachers wore a turban or some other symbol of his culture?Would you feel good about it?Why or why not?

(简评：解决问题任务活动（problem-solving tasks）.学⽣联系课⽂，结合实际解决问题。该设计基于课⽂内容，但⼜不局限于课⽂范畴，旨在发散学⽣的思维，在讨论中引起共鸣，有利于培养跨⽂化交际能⼒.)Task Two: DebateSituation:

Different country has different culture. Some students may think Chinese culture is better than American Culture. However,others

have a belief that American culture is better than ours. What’s your idea?

(简评:创造型任务活动（creative tasks）.辩论是学⽣⽐较喜欢的活动，有利于拓展视野，使学⽣的学习从维持性学习向⾃由创

新型学习转变，从接受性学习向研究性学习过渡，提⾼对中外⽂化异同的敏感性和鉴别⼒，培养学⽣客观的评价事物和辨证的看问题的能⼒。要尽⼒创造宽松学⽣辩论激烈，思维活跃，教学效果较好.)Step 4 Homework

1)Write an article about the cultural diversity you everexperienced in your community.

2)Go to websites to find more information about cultural diversity.

(简评:阅读的最⾼⽬标是应⽤。通过听读的输⼊，激活和扩展学⽣说写的输出，这是培养学⽣综合运⽤语⾔进⾏交际的必要途径，既训练了学⽣运⽤英语的能⼒，⼜把德育寓于英语教学中。另外，让学⽣上⽹去获取信息，这也有助于培养其⾃主学习的能⼒.)【课后反思】

新⼀轮英语课改的重点是，从学⽣的学习兴趣、⽣活经验和认知⽔平出发，倡导合作型学习⽅式和任务型教学，发展学⽣的综合语⾔运⽤能⼒。本课的这种整体教学设计符合“任务型教学”的原则，能使学⽣逐步深⼊的理解课⽂，同时训练和提⾼他们的阅读技能。本课的任务设计，源于课⽂，但⼜⾼于课⽂，教师带领学⽣层层深⼊，不断启发学⽣的思维，发挥了调控者和帮助者的⾓⾊。

学⽣主动参与，⾃⼰去发现问题、分析问题和解决问题，体现了学⽣的主体地位，促进了任务的实现。另外，需要注意教学环节要过渡⾃然，要有可操作性，让学⽣在不知不觉中进⼊状态并开展活动，在设计活动时应充分考虑学⽣的情感态度，排除学⽣的⼼理障碍，帮助学⽣建⽴⾃信⼼和探索的勇⽓，营造师⽣合作，⽣⽣合作，平等讨论和⾃由争辩的⽓氛，要设法让学⽣在快乐中学习。